The school’s highly relevant and aspirational curriculum which takes full account of the unique context of the school.

School mission

To provide an active, safe, nurturing and caring environment in which all pupils achieve their full potential and have the confidence and skills to meet the challenges of the future

Environmental issues

Children’s awareness of environmental issues is developed through a range of learning experiences.

1. Children learn about caring for local trees with the help of staff from Ardura Forest Ranger Services. Led by school support staff, the school achieved the Woodland Trust Green Trees School Gold Award for this work.
2. Children planned and created a nature trail around the school’s locality, which includes historic sites of interest and wildlife viewing areas. The nature trail now hosts many visitors, including tourists and children from a neighbouring primary school. Using the local environment in this way helps engage the children and brings the community together.
3. Children are working with the Scottish Association of Marine Science (SAMS) and The Marine Conservation Society to raise awareness of plastics in the ocean. Staff make very effective use of nearby shorelines for learning, including organised beach cleaning events.

Learning for sustainability

Staff make use of the outdoor environment to support and enhance children’s learning.

Teachers plan high-quality outdoor learning activities. These include the use of the school’s conservation garden and poly-tunnel. All children learn to grow a wide range of fruit and vegetables and school kitchen staff help children to prepare these in healthy meals.

Observations and assessments of the children demonstrate how these experiences engage and motivate them, enrich their learning and develop their skills beyond the classroom.

Personalised learning

With the support of teachers and parents, children select, plan and organise their own cross-curricular learning experiences through pupil-based learning projects. The headteacher arranges for children to receive feedback on their project from professionals or experts. This cross-curricular learning experience supports children to develop important skills for learning, life and work.

Curriculum planning

When planning curricular experiences, teachers carefully consider the transferable skills and qualities children need to develop.

Teachers use school progression pathways to ensure a progressive and consistent approach to what is being learned across the curriculum. Teachers also make very good use of national benchmarks when planning for assessment. School and local authority moderation activities also help to ensure a shared understanding of national standards and progress.

All of this curricular work has led to children being able to demonstrate a very clear understanding of the knowledge and skills they are developing.

Gaelic language learning

All children benefit from a well-established, structured programme for Gaelic language learning and have regular access to learning, hearing and using Gaelic. Children develop knowledge and understanding of Gaelic cultural, environmental and historical characteristics through participation and performance in the Mull Provincial Mod in Tobermory. The school works closely with partners and organisations such as Fèisean nan Gàidheal to share and celebrate Gaelic culture and music.

STEM

The school’s science, technology, engineering and maths (STEM) programme is enriching children’s creativity skills.

Teachers have developed innovative and highly successful approaches to inter-disciplinary learning across STEM subjects. All children participate in the British Science Association’s CREST Awards scheme. They also create submissions for the Scottish Engineering Leaders Award, where they design innovative solutions to real-world problems.

Self evaluation questions

1. Is the entitlement of learners to learning for sustainability being met?
2. To what extent does our school team have a shared understanding of interdisciplinary learning and how to develop it as an important context for learning?
3. Is the level of personalisation and choice improving outcomes for children?
4. Do we have a shared understanding of what progression looks like?